| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNISA990001415910203316 |
|
|
Autore |
AUGUSTINUS, Aurelius <santo> |
|
|
Titolo |
Il Cantico dei cantici / Sant'Agostino ; a cura di Armando Genovese |
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Roma, : Città nuova, copyr. 2001 |
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Descrizione fisica |
|
|
|
|
|
|
Collana |
|
Piccola biblioteca agostiniana ; 34 |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Bibbia - Vecchio Testamento - Cantico dei cantici - Commenti |
|
|
|
|
|
|
Collocazione |
|
II 2 2348(XIV 1617) |
II 2 2348a(XIV 1617 BIS) |
II 2 2348b(XIV 1617 a) |
II 2 2348c(XIV 1617 b) |
II 2 2348d(XIV 1617 c) |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
|
|
|
|
|
|
|
2. |
Record Nr. |
UNINA9910797304103321 |
|
|
Autore |
Willis Clarissa |
|
|
Titolo |
Creating inclusive learning environments for young children : what to do on Monday morning / / Clarissa Willis |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Thousand Oaks, California : , : Corwin Press, , 2009 |
|
©2009 |
|
|
|
|
|
|
|
|
|
ISBN |
|
1-4522-9539-5 |
1-4522-1113-2 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (241 p.) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Children with disabilities - Education |
Early childhood special education |
Inclusive education |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Cover; Contents; Acknowledgments; About the Author; Introduction; Part I - Children with Special Needs in the Inclusive Classroom; Chapter 1 - Working with Children with Special Needs; Setting the Stage for Inclusion; Inclusion, Blending, and Reverse Mainstreaming; Why is Inclusion Important?; How Do I Develop a Philosophy of Meaningful Inclusion?; General Strategies for Working with Children with Special Needs; How Do I Get the Child's Family Involved?; Resources for Families; Working to "Enable" and "Empower" Families; Terms Used in this Chapter; Resources Used in this Chapter |
The Research Says . . . Developmentally Appropriate Practices Must Apply to EveryoneChapter 2 - Blending the World of Special Education with General Education Services; Best Practices According to NAEYC and DEC; Constructivism Versus Behaviorism: Blending without Ignoring Best Practice; Using Observation Skills to Guide Instruction; The Teacher's Rules of the Road; Related Services; The Role of the Special Education Teacher; Working with Paraprofessionals and Instructional Assistants; Terms Used in this Chapter; Resources Used in this Chapter |
The Research Says . . . What Early Childhood Practitioners Think about InclusionPart II - Who are the Children with Special Needs?; Chapter 3 - |
|
|
|
|
|
|
|
|
|
|
|
Children with Vision Impairments; What Causes Visual Impairments in Young Children?; How are Vision Impairments Classified?; How Do Children with Vision Impairments Learn?; Preparing the Early Childhood Environment; Suggestions for Children with Low Vision; Suggestions for Children Who are Blind or Severely Vision Impaired; Summary; Terms Used in this Chapter; The Research Says . . . Play Behaviors in Young Children Who are Blind |
Chapter 4 - Children with Hearing LossWhat Determines the Degree of Hearing Loss?; So, What about Hearing Aids?; How will Hearing Loss Affect Children in My Classroom?; Communicating in the Classroom; Effects of Hearing Loss on Speech (Oral Language); Terms Used in this Chapter; Suggested Reading; The Research Says . . . Cochlear Implants can Result in Better Prosody; Chapter 5 - Children with Cognitive Challenges; Characteristics of Children with Cognitive Challenges; Educational Implications; What are Functional Skills and Why are They Important? |
What Do I Do First, Before Teaching a New Skill?How Exactly Does this All Fit Together?; Classroom Suggestions for Children with Cognitive Challenges; Terms Used in this Chapter; The Research Says . . . Social Development Across Time; Chapter 6 - Children with Atypical Motor Development; Muscle Tone; Cerebral Palsy; Fine and Gross Motor Skills; Positioning and Handling; Adaptive Equipment; Summary; Suggested Reading; Chapter 7 - Children with Communication Delays; Understanding the Child's "Form" of Communication; Function and Content of Communication; The Nonverbal Child |
Cleft Lip and Palate |
|
|
|
|
|
|
Sommario/riassunto |
|
This book provides information on common disabilities and practical strategies for creating inclusive environments and building student relationships. |
|
|
|
|
|
|
|
| |